Language arts in the history of teacher education for elementary education in Argentina
DOI:
https://doi.org/10.14409/ie.2021.15.e0012Abstract
The present article extracts some aspects addressed in our doctoral thesis that was aimed at analyzing how teacher education programs are developed in our country, particularly in the province of Buenos Aires and, specifically, in the school subject language arts. We consider this discipline as a genuine product of the school system and culture, so that it must be analyzed in relation to the education reforms that had an impact on the teacher education system. For this reason, we drew up the changes produced in the structure of teacher education processes in our country. Gathering those modifications that were introduced in the normalization model allows us to delimit the periods of the school discipline configuration that provided it with meanings and senses that still remain, even though it is currently reconfigured in new objects (didactics of reading, didactics of writing, didactics of reflection on language, didactics of orality, of language practices, among others). In this way, it is not just a matter of temporally tracing the changes in the structure of teacher education processes, but rather of mapping the reforms that impact on the construction of what is understood by teacher education in our area of concern
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